Adapted Curriculum
Support Session #4
Determining Performance Level
Of VAAP Evidence Collected
1/18/13 rescheduled for 2/15/13
Levels of Performance
• Beginning in 2012-2013, teachers will be
allowed to determine the level of
performance for ASOL in Reading, Writing,
Mathematics and Science.
• Levels of Performance will provide flexibility
for instruction and assessment.
Levels of Performance
(Applies to Reading, Writing, Science and Mathematics)
• Level I: Student demonstrates the ASOL with
significant support and modification
• Level II: Student partially demonstrates the
ASOL
• Level III: Student fully demonstrates the
ASOL
Level III: Fully Demonstrated
To fully demonstrate an ASOL means:
• To demonstrate the skills and concepts of the
ASOL including the stem and related substatements referred to as bullets
• Skills and concepts may be demonstrated with
allowed accommodations documented in the
Individualized Education Program (IEP)
Level III –Fully Demonstrated
ASOL
Sample ASOL
Full demonstration
May Mean:
HSE-RW 2 (b)
The student will demonstrate
understanding of multiple-meaning
words and figurative language
Student will demonstrate
understanding of multiplemeaning words and figurative
language using a scribe to
record answers.
8S-FME 5 (c)
The student will investigate and
understand the nature of matter. Key
concepts include:
Solids, liquids and gases
The student will investigate and
understand the nature of
matter- solids ,liquids and
gases by using an
augmentative device to
indicate responses on a
worksheet.
Level II – Partially Demonstrated
To partially demonstrate an ASOL means:
– To reduce the number of skills or concepts
addressed
– To reduce the number of tools, instruments, type
of texts required
– To reduce the number or range of numbers
required
– To decrease rigor by changing the depth of
knowledge
Level II – Partially Demonstrated
To reduce the number of skills or concepts
ASOL contains
more than one
skill or concept
HSE-RW 2 (b)
8S-FME 5 (c)
Sample ASOL
Partial May
Mean:
The student will demonstrate
understanding of multiple-meaning
words and figurative language
Student will
demonstrate
understanding of
multiple-meaning
words
The student will investigate and
understand the nature of matter. Key
concepts include:
Solids, liquids and gases
The student will
investigate and
understand the
nature of mattersolids and liquids
Level II – Partially Demonstrated
To reduce the number of skills or concepts
ASOL contains
more than one
skill or concept
3M-NSCE 2
HSE-WE4 (a)
Sample ASOL
Partial May
Mean:
The student will solve addition and
subtraction problems when result is
unknown with number 0-30.
The student will solve
addition problems
when the results is
unknown with
number 0-30.
The student will edit writing for
grammatically correct use of language,
spelling, punctuation, capitalization,
and sentence/paragraph structure
The student will edit
writing for
grammatically correct
use of spelling,
punctuation and
capitalization.
Level II – Partially Demonstrated
To reduce the number of tools, instruments, texts
and/or environments required
ASOL contains
more than one
tool,
instrument, text
or environment
Sample ASOL
Partial May Mean:
3E-RW 4 (d)
The student will demonstrate
comprehension of information in reference
materials by using dictionaries, glossaries,
and indices.
The student will demonstrate
comprehension of information in
reference materials by using
dictionaries and glossaries.
5S-SI1 (k)
The student will demonstrate an
understanding of scientific reasoning, logic,
and the nature of science by planning and
conducting investigations in which data are
communicated with simple graphs, pictures,
written statements and numbers.
The student will demonstrate an
understanding of scientific
reasoning, logic, and the nature of
science by planning and
conducting investigations in
which data are communicated
with pictures and numbers.
Level II – Partially Demonstrated
To reduce the number or range of numbers
required
ASOL contains a
specific number
or range of
numbers
7M-NSCE 2
5E-RW 1 (c)
Sample ASOL
The student will solve
multiplication problems with
products to 100.
Partial May Mean:
The student will solve
multiplication problems
with products to 50.
The student will read more than The student will read more
20 common high-frequency
than 10 common highwords.
frequency words.
Level I
Demonstrates with significant support
and modification
To demonstrate an ASOL means:
– To modify the skills and concepts to a basic skill or
concept
– To provide significant allowed supports that will
assist the student in performing the basic skill or
concept
Sample Significant Supports
Allowed in VAAP COE
• Manipulatives
• Pictures
• Assistive technology
Not Allowed in VAAP COE
• Hand-over-Hand
instruction (full physical
assistance)
• Hints, clues, or prompts
that provide answers and
violate testing conditions
Level I
Demonstrates with significant support
and modification
ASOL contains a
number of
complex skills
3S-LPS1
HSE-WE4
Sample ASOL
Investigate and understand
that plants and animals
undergo a series of orderly
changes as they mature and
grow. Key concept include
animal life cycles
The student (a)
Edit writing for grammatically
correct use of language,
spelling punctuation,
capitalization, and
sentence/paragraph
structures
Significant support and
Modification may mean:
Modify the ASOL to a single basic skill of
matching adult animals to their babies.
Modify the ASOL to one skill such as
correct use of capitalization of single
words (i.e. Capitalization of Names).
Level I
Demonstrates with significant support
and modification
ASOL
addresses a
single skill
Sample ASOL
Significant support and
Modification may mean:
4E-RW 1 (d)
The student will demonstrate
understanding of opposites
Provide support by pairing each
opposite word with a picture to help
the student distinguish between the
two words
HSM-FS 2 (a)
The student will indicate
general trends on a graph or
chart
Provide support by using an object
graph of familiar items to help the
student identify trends
Examples of Levels of Performance
for Mathematics
3 M-MG 3 (a) The student will tell time to the hour on
a
(sol 3.11)
digital clock.
 Level I Demonstrated with significant support and modification
The student is able to identify the clock as the tool to tell time.
 Level II Demonstrated partially
The student will identify the location of the hour on a digital clock.
 Level III Fully demonstrated
The student will look at a digital clock and read the time to the hour.
Examples of Levels of Performance
for Reading
3 E-RW 2 (b) The student will demonstrate understanding of
(SOL 2.6)
the meaning of newly acquired vocabulary.
 Level I Demonstrated with significant support and modification
The student is able to identify a new vocabulary word when
presented with a pair of words.
 Level II Demonstrated partially
The student is able to identify new vocabulary in a reading
selection.
 Level III Fully demonstrated
The student is able to correctly answer questions using new
vocabulary per its definition.
VAAP Scoring Rubric
The following rubric is used to rate the level of student individual achievement.
Score
Descriptors
0
There is no evidence of the specific ASOL being addressed.
1
There is little evidence that the student has demonstrated
the skills and knowledge stated in the ASOL being addressed.
2
There is some evidence that the student has demonstrated
the skills and knowledge stated in the ASOL being addressed.
3
There is adequate evidence that the student has
demonstrated the skills and knowledge stated in the ASOL
being addressed.
4
There is ample evidence that the student has demonstrated the skills and
knowledge stated in the ASOL being addressed.
(Page 11 of VAAP Implementation Manual 2012-2013)
Scoring Implications
Level I: The evidence is demonstrated with
significant support and modification of the ASOL.
The highest score point that evidence at
performance level I can receive is a “2”.
Level II: The evidence partially demonstrates the
ASOL. The highest score point that evidence at
performance level II can receive is a “3”.
Level III: The evidence fully demonstrates the ASOL,
Evidence at performance level III can be
considered for the highest score point of “4”.
Reading
Level III:
Student fully demonstrates the ASOL
The student is able to demonstrate
understanding of the ASOL as written for
the grade level
– Correctly answers questions using new vocabulary, per its
definition;
– Identifies which characters are a part of which events in a
story;
– Describes how characters develop and interact with each
other.
Level II:
Student partially demonstrates the ASOL
The student is able to demonstrate
understanding on a part of the ASOL in which
rigor has been decreased through a reduction in
the number of skills, concepts, tools, type of
text, or a change in the depth of knowledge
– Identifies new vocabulary in a reading selection;
– Identifies the characters and setting of a story;
– Identifies what two characters in a story do when they interact.
Level I:
Student demonstrates the ASOL with
significant support and modification
• The student requires significant support and modification
to simplify the task in order to demonstrate
understanding.
• The rigor of the ASOL has been reduced to the basic skills
necessary to achieve understanding
– Identifies a new vocabulary word when presented with a pair of
words;
– Identifies the main character or setting of a story;
– Identifies words that describe a character from a choice of
descriptive words.
Examples of Levels of Performance
for Reading
(3) E-RW 2 (b) The student will demonstrate understanding of
the meaning of newly acquired vocabulary.
Level I Demonstrated with significant support and modification
The student is able to identify a new vocabulary word when presented
with a pair of words.
Level II Partially Demonstrated
The student is able to identify new vocabulary in a reading selection.
Level III Fully demonstrated
The student is able to correctly answer questions using new vocabulary
per its definition.
Examples of Levels of Performance
for Reading
6 E-CN 1 (b) The student will determine the central idea of a short
nonfiction passage and details or facts related to it
Level I Demonstrated with significant support and modification
During shared reading of an informational text, the student will point,
tell, or gesture to communicate when an important detail is stated.
Level II Partially demonstrated
After reading a historical passage, the student will use pictures,
illustrations, etc. to identify a central idea of a passage.
Level III Fully demonstrated
When asked “What was the passage about?,” the student will select an
answer from choices provided and indicate a fact or detail about it from
the passage.
Examples of Levels of Performance
for Reading
HSE-CF 2 (a) The student will connect the experiences of
characters in a story or drama from outside of the U. S. with
personal experience.
Level I Demonstrated with significant support and modification
The student will identify a character on a video, in a book, or in a
magazine who is doing something familiar.
Level II Partially demonstrated
With the text projected on an interactive whiteboard, the student will
highlight all of the sentences that tell about the character’s experiences.
Level III Fully demonstrated
The student will connect the experiences of two characters from a play
about schools in Mexico to personal experiences.
Determining the
Level of Performance
Approach 1
Approach 2
•
Select an ASOL and provide
instruction at Level III ( ASOL fully
demonstrated).
•
Select an ASOL and determine the
level best suited to the student’s
strengths and weaknesses based on
data.
•
Collect evidence throughout the
school year.
•
Provide instruction based on the level
selected for the ASOL.
•
Review the evidence prior to
submission and adjust the level on
the Student Evidence Identification
(SEI) Tag based on the
performance of the student. Level
may be Level III or a lower level.
•
Collect evidence throughout the
school year.
•
Review the evidence prior to
submission and adjust the level on
the SEI tag based on the performance
of the student. Level may be as
originally determined or may change.
Jake’s Story (Video)
Jake's Story — Department of Allied Health Sciences UNC School of Medicine.mht
•
•
•
•
High School Student
Age 15
Physically challenged
Uses a flip chart and eye gaze to communicate
Math
Level III- Fully Demonstrated
ASOL contains a
specific number
or range
Sample ASOL
3M-NSCE 2 a
The student will solve addition
and subtraction problems when
result is unknown with number
0-30.
The student demonstrates
both operations of addition
and subtraction with numbers
0-30.
7M-MG 2 a
The student will draw or classify
and recognize basic two
dimensional geometric shapes
without a model (circle,
triangle, rectangle/square)
The student draws, classifies,
and recognizes two
dimensional geometric shapes
without a model.
HSM-EI 1
The student will solve an
algebraic expression using
subtraction
The student solves an
algebraic expression using
subtraction.
Fully Means:
Level III- Fully Demonstrated
ASOL contains
more than one skill Sample ASOL
or concept
5M-NSCE 1 c
7 M- NSCE 2 a
Fully Means:
The student will round
two-digit whole numbers
to the nearest 10 from 090.
The student rounds two-digit
whole numbers to the nearest
10 from 0-90.
The solve multiplication
problems with products
to 100;
The student is able to multiply
problems with products to 100.
Level II- Partially Demonstrated
ASOL contains
more than one
skill or concept
Sample ASOL
Partial May Mean:
3M-NSCE 2 a
Solve addition and subtraction
problems when result is unknown
with number 0-30.
The student solves addition
problems with numbers from
0-30
7M-MG 2 a
The student will draw or classify
and recognize basic two
dimensional geometric shapes
without a model (circle, triangle,
rectangle/square)
The student draws basic two
dimensional geometric shapes
HSM-EI 1
The student will solve an
algebraic expression using
subtraction
The student will solve simple
equations with unknown/missing
values (without variables).
Level II- Partially Demonstrated
ASOL contains a
specific number Sample ASOL
or range
5M-NSCE 1 c
7 M- NSCE 2 a
Partial May Mean:
The student will round two- The student rounds
digit whole numbers to the two- digit whole
nearest 10 from 0-90.
numbers to the nearest
10 from 0-50.
The student will solve
multiplication problems
with products to 100.
The student solves
multiplication problems
with products to 40.
Level I- Demonstrates Significant Support and
modification
ASOL
contains
more than
one skill or
concept
Sample ASOL
Significant Support and/or
Modification may Mean:
3M-NSCE 2 a
The student will solve addition and
subtraction problems when result is
unknown with number 0-30.
The student would do addition
or subtraction of numbers
from1-9, given a set of three,
identify the number of objects
on number lines.
7M-MG 2 a
The student will draw or classify
and recognize basic two
dimensional geometric shapes
without a model (circle, triangle,
rectangle/square)
The student would compare
shapes given manipulatives, to
indicate two shapes are the
same after matching the sides
on each.
HSM-EI 1
The student will an algebraic
expression using subtraction.
The student would identify what
is unknown.
Level I- Demonstrates Significant Support and
modification
ASOL contains
a specific
number or
range
5M-NSCE 1 c
7 M- NSCE 2 a
Sample ASOL
The student will round
two-digit whole
numbers to the nearest
10 from 0-90.
Significant Support and/or
Modification May Mean:
The student will round single-digit
whole numbers to the nearest 5
from 0-10. Student is presented
with two sets of five and will
indicate if the second set is more
or less than five to round down.
The solve
The student could be given a 100s
multiplication problems board or touch board to skip
with products to 100;
count.
Assistive Technology
Hi Tech
• IntelliKeys
• Math Talk
Lo Tech
• Manipulatives
• Graphic organizers
• Number stamps
• Base ten blocks
• Color tiles
• Adapted paper
Writing
Writing ASOL
Grade 5 Example
5E-WP 1b
The student will
b) select an event or personal experience
and use drawing, writing, or dictating to
compose a message about it;
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38
39
Writing ASOL
Elementary Example
5E-WP
1c
• Selected an
event/personal
experience
• Wrote one thing about
it
• Use of Assistive
Technology 
• Level III
40
Writing ASOL
Grade 8 Example
8E-WP 1a
The student will
a) write to convey ideas and information
including facts details and other
information;
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42
Writing ASOL
Grade 8 Example
8E-WP 1a
• Not conveying ideas
• Does have facts
• Does have details and other information
• Level II ?
43
Writing ASOL
High School Example
HSE-WE 4a
The student will
a) edit writing for grammatically correct
use of language, spelling, punctuation,
capitalization, and sentence/paragraph
structure.
44
45
46
Writing ASOL
High School Example
HSE-WE 4a
• Edit writing
•
•
Punctuation
Capitalization
• What about ?
•
•
•
Language
Spelling
Sentence/Paragraph Structure
• Level II
47
Writing Resources
What can we use?
•Assistive Technology
•Physical Environment Design
•Alternative Pencils
48
Assistive Technology
•
•
•
•
•
•
•
49
• Hi Tech and Lo Tech Options
Onscreen keyboards
PECS books and visuals
Natural aided language (picture placemats)
Picture point communication board system
Topic ring/topic wallet
SMART Boards
Use of iPad, iPod, iTouch
Physical Environment
•
•
•
•
•
•
50
Flip charts
IntelliKey overlays
Switches (Big MAC, etc.)
Desktop accessories
Eye gaze frames
Writing utensil alternatives
Alternative Pencils
• Training and Technical Assistance Centers
(TTAC)
• Writing with Alternative Pencils CD
• Activities
• Training opportunities
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Science
Levels of Performance – What They
Mean for Science
• Level III
• The student will demonstrate the skills and
knowledge of the stem and the selected bullet of the
ASOL.
53
Levels of Performance – What They
Mean for Science
• Level II
• The student may demonstrate skill and knowledge of part of
the ASOL.
• The student may conduct and investigation that was planned
by others.
• The student may demonstrate skills and knowledge of the
bullet but not in the stem of the ASOL.
• The student may demonstrate a reduction in the number of
skills, concepts, tools, or a change in the depth of knowledge.
54
Levels of Performance – What They Mean
for Science
• Level I
• The student may be able to demonstrate a basic skill component
of the ASOL.
• The student may use a variety of supports including assistive
technology, pictures, manipulatives, organizers, etc. to
demonstrate knowledge and skills.
• The student may demonstrate knowledge of one part of the ASOL
stem or bullet.
• The student may not conduct an investigation.
• There may not plan the investigation.
• Significant support and modification does not include the use of
hand-over-hand as evidence for student achievement.
55
Example – Grade 8
Grade 8
Ecosystems
•8 S-ECO 2d
•
•
Science
Bullet d
ASOL 2
The student will investigate and understand that
organisms within an ecosystem are dependent on one
another and on nonliving components of the
environment. Key concepts include (d): energy flow in
food webs and energy pyramids.
56
2012-2013 VAAP Implementation Manual, page 59
8 S-ECO 2(d)
• Level III: The student will demonstrate an
understanding of the dependency of
organisms on each other and on nonliving
components by conducting an investigation
and organizing the structures of food webs
and energy pyramids.
• The ASOL is fully demonstrated.
57
8 S-ECO 2(d)
• Level II: The student will show or draw the
proper movement of energy through food webs
and energy pyramids.
• The ASOL is partially demonstrated.
• The student is using only food webs.
• Student is showing the flow of energy on food
webs created by others.
• Investigation is not documented.
58
8 S-ECO 2(d)
• Level I: Given a food web with arrows, the student
will identify (i.e. point to) arrows representing energy
movement.
• Supports:
• Student is provided with the food web.
• Student may respond with pointing, eye-gaze, etc.
• Modifications:
• Student is demonstrating a basic skill component
of the ASOL.
• Student is working only with food webs.
.59
Example – Grade 3
• 3 S-SI 2e: The student will demonstrate an
understanding of scientific reasoning, logic,
and the nature of science by planning and
conducting investigations in which (e) length,
volume, mass, and temperature are
estimated and measured in metric and
standard English units using proper tools and
techniques.
60
2012-2013 VAAP Implementation Manual, page 49
3 S-SI 2(e)
• Level III: The student will plan and conduct
more than one investigation in which he/she
estimates and measures length, volume, mass,
and temperature in both metric and standard
English units using the proper tools and
techniques and reports measurements in the
correct units.
• The ASOL is fully demonstrated.
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3 S-SI 2(e)
• Level II: The student will conduct investigations
in which proper tools and techniques are used
to measure to the nearest inch, centimeter,
degree Fahrenheit, and degree Celsius.
• The ASOL is partially demonstrated.
• The student is conducting investigations
planned by others.
• The student is performing two types of
measurement.
62
3 S-SI 2(e)
• Level I: The student will recognize tools used to
measure length, mass, volume, or temperature and
can relate the selected tool to the appropriate unit
it measures.
• Modifications:
• Student is working with only one measurement
(length, mass, volume, or temperature).
• Student is matching a tool to a unit of
measurement, not measuring.
• Student is not estimating measurements.
• Student is not planning or conducting an
investigation.
63
3 S-SI 2(e)
• Level I: The student will recognize tools used to
measure length or mass or volume (ruler, balance,
or graduated cylinder) and will relate the selected
tool to the appropriate unit it measures.
• Supports:
• The student may use assistive device to
demonstrate recognition.
• Matching of the tool to the unit it measures may
be supported with pictures or objects.
64
Example – High School
• HS S-EMP2(a): The student will investigate
and understand the rock cycle as it relates to
the origin and transformation of rock types
and how to identify common rock types
based on mineral composition and textures.
Key concepts include (a) igneous rocks.
65
2012-2013 VAAP Implementation Manual, page 62
HS S-EMP2(a)
• Level III: The student will conduct an
investigation of the rock cycle, identify and
describe igneous rocks based on their origin,
transformation, mineral composition, texture,
and their place in the rock cycle.
• The ASOL is fully demonstrated.
66
HS S-EMP2(a)
• Level II: The student will identify more than one igneous
rock from a group of five or more rock samples, tell how
he/she knows the rock is igneous based on its texture.
• The ASOL is partially demonstrated.
• The student is demonstrating part of the stem of the
ASOL.
• There was no investigation demonstrated.
• The student is demonstrating comprehension rather than
higher order thinking skills of relating the rock cycle to
the origin and transformation of rock types.
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HS S-EMP2(a)
• Level I: The student will identify a graphic
representation of the rock cycle and can select an
igneous rock from a group of two rocks.
• Supports:
• The student uses the rock cycle in pictorial form.
• The student may use a variety of supports to
identify the igneous rock (eye gaze, switch, etc.).
• The student is given a limited number of choices.
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HS S-EMP2(a)
• Level I: The student will identify a graphic
representation of the rock cycle and can select
an igneous rock from a group of two rocks.
• Modifications:
• The student is performing basic skill
components of the ASOL.
• There is no investigation demonstrated.
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Other Examples of Level II
• HS S-ESS1(b) The student will investigate and
understand the characteristics of Earth and the solar
system. Key concepts include (b) sun-Earth-moon
relationships (seasons, tides, and eclipses).
• Evidence for the ASOL is provided with no evidence
for an investigation.
• Evidence for part of the ASOL is provided (seasons
or tides or eclipses).
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Other Examples of Level II
• 3 S-SI1(k) The student will demonstrate an
understanding of scientific reasoning, logic, and the
nature of science by planning and conducting
investigations in which (k) observations and data are
communicated.
• Investigations planned by others are conducted.
• Evidence for one investigation is provided.
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Other Examples of Level I
• 5 S-SI1(b) The student will demonstrate an understanding
of scientific reasoning, logic, and the nature of science by
planning and conducting investigations in which (b)
objects or events are classified and arranged according to
characteristics or properties.
• Supports – The student may:
• use a switch, eye gaze, pictures, pointing, gestures, etc. to show
the skill.
• Modifications – The student may:
• conduct one investigation planned by others.
• arrange and classify objects by one characteristic.
• select responses with reduced answer choices.
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Other Examples of Level I
• 3 S-ESS1(b) The student will investigate and understand
basic types, changes, and patterns of weather. Key
concepts include (b) the uses and importance of
measuring, recording, and interpreting weather data.
• Supports – student may use blank graphs and data
charts prepared by the teacher
• Modifications – student may provide evidence for a
basic skill of measuring and recording weather data
(sunny, cloudy, rainy, and snowy days)
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